Mott's elementary book, no. II

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Series of School Books.

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Exercises Id

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N*xd Work:
ISHED BY GEORGE C. MOTT,

PEARL STREET.

1850. Jfc«g *

GIass_LT^iL_
Book KU

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Mott's Elementary Series of School Books.

IN FOUR PARTS

£

MOTT'S

ELEMENTARYB00KN0.il.

CONTAINING

I EXERCISES IN SPELLING AND READING, MODEL

EXERCISES IN DRAWING, AND APPROPRIATE

EXERCISES IN MENTAL ARITHMETIC :

DESIGNED TO TEACH CHILDREN

To know the Orthography and Forms, Script and
Rosnas, of more than half of the Words used
in Conversation ; to imitate easy Draw-
ings, and to Discipline the Idea
of Number.

BY GEORGE C. MOTT,

A GRADUATE OF THE NEW YORK STATE NORMAL SCHOOL.

STEREOTYPE EDITION.

NEW YORK:
PUBLISHED BY GEORGE C. MOTT,

149 PEARL, STREET
1860.

By «,a»erer from

Entered, according to Act of Congress, in the year 1850,

BY GEORGE C. MOTT,

in the Clerk's Office of the District Court for the Southern Dis-
trict of New York.

— ' . A {*'

BANER AND PALMER, STEREOTYPIES,

201 William St., corner of Frankfort, New York.

FUDNKY AND RUSSELL, PRINTERS,

79 John st, New York.

I

** *

PREFACE.

A good education is entirely dependent on an art-
istical execution of a generous design.

The artist may employ his genius to develop a
beautiful semblance of "iht graceful ideal" from a
block of ice, to little or no purpose. The contractor
may fill a slough with blocks of Parian marble, to the
lasting benefit of man. The teacher may lead the
pupil to store the mind with a vast amount of facts,
useful and useless. Has the artist a right to waste his
"talent" on a worthless object? Has a contractor a
right to employ material too costly, even on a good
work f Has a teacher any right to lead a youth to seek
useless facts ?

Nor should an elementary book have any other than
practical matter on its pages. Neither should its
pages be a picture gallery, for the mere amusement
of the pupil. Every letter, word, and cut should
be a something to be rememberedt thought of, or imi-
tated.

These axioms have been considered of primary im-
portance in preparing this book for the use of parents
and teachers, by their co-laborer,

George C. Mott.

Staplkton, N. Y., October, 1850.

TABLE OF ELEMENTS.

The child should be taught, progressively, the
elements represented by the letters ; that some
of the letters are employed to represent differ-
ent sounds or elements ; and the marks em-
ployed to indicate the element represented by the
letter. The following table contains all the let-
ters with the marks employed to represent the
regular elements used in this book,

vowel elements — 15.

e and a, as heard in ale, omitting the le.

a, arm,

a, all,

a, at,

e, mg,

e\ end,

y and I, ice,

i, it,

6, old,

5, move, .....

6, on,

u, lute,

u,

full,
up,

rra.
11.

t.

m.

nd.

ce.

t.

Id.

m-ve.

n.

1-te.

f-11.

ow and ou, out, t.

SUBVOCAL ELEMENTS 15.

b, as heard in be, omitting the ©.

d, day, ay.

g» go! 6.

gandj, jar, ar.

1, Id, 6.

m, me, e.

n, no, 6.

TABLE OF ELEMENTS.

ng, as heard in song, omitting the s-ng.

r, ray, ay.

TH THY Y.

v, vie, ie.

w,

.... we,

y» y^

and z, zone,

6.
e.
one.

ASPIRATE ELEMENTS — 10.

f, as heard in fan, omitting the &n.

e.

ar.

an.

ee.

e.

ma.

at.

.... y.

h, he,

-c and k, Srk,

P, pan,

c and s, see,

sh, she,

t, mat,

ch, chat,

wh, why,

SUGGESTIONS.

See
See

1. A man had a cat, not A man had a cat
Lesson IV.

2. We can see it, not We kgn see it
Lesson III.

3. My cat is by me, not My cat is by mS. See
Lesson VII.

4. We are in a car, not We are in a car. See
Lesson VIII.

5. We met thS mgn, not We met thS m$n. See
Lesson IX.

6. Your dog is so odd, not Your dgg is so odd.
See Lesson XIII.

NOTE.

The pupil may be required to write the sen-
tences, as every word used in this book is given in
script in the models of slate exercises.

PLAN.

The flan of this Book is to teach the child elementary
spelling, beading, and drawing, and progressively to de-
velop its faculty of number.

ARRANGEMENT.

Each lesson occupies a page, and is in six parts :

1. A few elements of words to be learned ;

2. The mode of combining them into words ;

3. The method of naming the letters constituting a word, and

its pronunciation ;

4. Speaking or reading words at sight ;

5. A model drawing to be imitated ; and,

6. A few questions to exercise the faculty of number.

TOOLS.

The child should be provided with
A Book;

A good Slate (size, 6 by 8 inches) ; and
A Pencil.

METHOD OP TEACHING.

1. Commence with the column on the left, and teach the ele-
ments represented by the letters, and the mode of combining
them into words.

2. In the column on the right, teach the mode of naming the
letters in each word, and its pronunciation ;

3. In the center column teach the child to speak the words at
sight ; and below, to read them combined into sentences ;

4. Require the child to imitate the model drawings, and to
write the sentences ; and,

5. Then the questions ought to be used as a mental exercise.

PROGRESS.

The progress of the child is greatest when it is made to
master one lesson before commencing another.

LESSON I.

The element e, as in me. See pp. 4 and 5.

e

b.

h.

m.

s.
w.

y-

me

we be

he see

ye

E-e S-

—e

e
be
he
me
see
we

See me.
We see.
Be — he — ye.

If Anson had but one knife, and should lose it ; how
many would he have left ? — None.

One from one leaves how many ? — None.

8

LESSON II.

The element i, at in It See pp. 4 and 5.

i

if

•

i

.f

ill in

if

.1
.n

is it

ill
in

X

will

is

X

W.l

I-i Qf-c

it
wil/

Is he in?
He will be in
If he is ill.
See, it is he.

//

/'/

M

, . ,

//

'm

?(

. iff

1
1

i

Julia had two peaches, and gave one to Mary ; how

many had she left ? — One.

One from two leaves how many ? — One.

Onei

rom one leaves how many ? — None.

1

LESSON III.

The element a, as in an. See pp. 4 and 5.

He has an ax.
We can see it.
Ye see it as it is.
And he can see me.

James had three nuts, and gave one to John ; how
many did he have left ?— Two.

One from three leaves how many ? — Two.
Two from three leaves how many ? — One.
Three from three leaves how many ? — None.

10

LESSON IV.

The element a, as in at. See pp. 4 and 5.

A man had a cat.
Ann can have it.
We have had it.
He will see if it is ill.

yfami

man

fwxJ,

//arc

cac

Ella recites four times, and Edna once a day; how
many times does Ella recite more than Edna ? — Three .
Three from four leaves how many ? — One,
Two from four leaves how many ? — Two.
One from four leaves how many ? — Three.

LESSOH V.

11

The element 6, as in go. See pp. 4 and 5.

A man can go.
Oh no, we will go.
Lo he has an oar.
So we will have an oar.

Amos had six marbles, and lost one; how many
had he left 1—Five.

One from six leaves how many ? — Five,
Two from six leaves how many ? — Four,
Three from six leaves how many ? — Three,
Four from six leaves how many ? — Two.

12

LESSON VI.

The element ou, as in our. See pp. 4 and 5.

ou

h.

k.
m.
n.

our

cow mow

out now

how

U-U m~a

OU

our

out

how

cow

mow

now

See our cow.
It is in the mow.
It is out now.
See how Ann can go.

Susan had seven nuts, and lost one ; how many did
she have left? — Six.

One from seven leaves how many ? — Six.
Two from seven leaves how many ? — Five.
Three from seven leaves how many ? — Four.
Four from seven leaves how many ? — Three.

LESSON VII.

13

The element I, as in Ice. See pp. 4 and 5.

i

I

i

I

b.
kr.

HI.

my by

I

by

^ery

my

thy cry
tie

th.
t.

M-m Q/C-m

thy
tie

I have a cat.

My cat is by me.

Thy cat will cry.

Tie

it in my no

LOW.

John

b&dfour nu

ts in each ham

I, and gave

one to

Eli; her?

v many did he have left ? — Seven.

Onefi

'om eight leaves how many ? — Seven

Twot

rom eight leaves how many ? — Six.

Three

from eight leaves how many ? — Five.

Four 1

from eight leaves how many ? — Four.

14

LESSON VIII.

The element a, as in car. See pp. 4 and 5.

We are in a car.
We can go so far
As our man will go.
Ah ! I see ma and pa.

Naomi had nine pins, and gave one to Ann ; how
many had she left ? — Eight.

One from nine leaves how many ? — Eight.

Two from nine leaves how many ? — Seven.

Three from nine leaves how many ? — Six.

Four from nine leaves how many ? — Five.

LESSON IX.

15

The element e, as in met. See pp. 4 and 5.

e
the
th.m
th.n
m.n
m.t
p.n

met

the men

them then

pen

T-t SU

e
the
them
then
men
met
pen

We met the men.
He can go and see them.
Then I will have my pen.
My pen is by our ax.

'£M//m<'V><y^

$eM

Henry was ten years old, and Mary was one year
younger ; how old was she ? — Nine.

One from ten leaves how many ? — Nine.
Two from ten leaves how many ? — Eight.
Three from ten leaves how many ? — Seven.
Four from ten leaves how many ? — Six.

16

LESSON X.

The element a, as in all. See pp. 4 and 5.

I will call Ann.

We can all go by the man.

See my ball fall.

It will fall by Paul.

He can go and walk.

caff L

*> U iva/A

James had five plums, and lost three ; how many
did he have left? — Two.

Mary had seven cents, and spent four ; how many
had she left?— Three.

William played marble, lost three, and had four
left; how many did he have at first ? — Seven.

LESSON XI.

17

The element 6, as in do. See pp. 4 and 5.

o

d.

t.

y-

wh.
m.v
n.n

do
you
who
noon

W-w

6

move

do

to

to
who

yow

CW-^

move
noon

Do you see my cow ?
No : I see our cow move,
Who is to call it ?
Paul is to call it at noon.

tiffiB.

■mm

7mmw

Tzmm

SCRIPT.

O, f, 2, 3, 4, £, fif, g}£.

ROMAN.

0, 1, 2, 3, 4, 5, 6, 7, 8, 9.

18

LESSON XII.

The element u, as in up. See pp. 4 and 5.

My pup is up.
It must be by us.
The pup will run by us
If we run in the sun.

its | y-

- ■• ;.tjt fiu/i

79/71

I
i

1

m 7

SCRIPT.

#, b, 7> &> #> 4, <$, 4 /; <?•

ROMAN.

9, 8, 7, 6, 5, 4, 3, 2, 1, 0.

LESSON XIII.

19

The element 6, as in not See pp. 4 and 5.

My ox is on the car.
I had it of Paul.
Your dog is so odd
He will not go by it.

2 than 2 ?— 0.
2 than 1 ?— 1.
2 than 0 ?— 2.

How many more is

3 than 3 ?— 0.

3 than 2?— 1.

3 than 1 ?— 2.

3 than 3 ?— 0.
3 than 2 ?— 1.
3 than 1 ?— 2.

20 LESSON XIV.

The element a, as in ale. See pp. 4 and 5.

a
m.

&t

J.mz

J.n
Lk

th.

James

gate may

Jane they

lake

a
may
gate
James
Jane
lake
they

James is by the gate.
He may see Jane.
They will go to the lake.
Ma and Pa are by the lake.

' Jii' "4

1

]
4 than 4 ?— 0.
4 than 3 ?— 1.
4 than 2 ?— 2.
4 than 1 ?— 3.

low many more is
4 than 0 ?— 4.
4 than 3 ?— 1.
4 than 2 ?— 2.
4 than 4 ?— 0.

4 than 1 ?— 3.
4 than 3 ?— 1.
4 than 2 r— 2.

LESSON XV. 21 |

The element u, as in lute. See pp. 4 and 5.

u

Ruth

, 0

J.n

new lute

June

L.k

J.t

Luke June

Luke
lute

m.l

mule

mule

R.th
n.

R-r M-+

Ruth
new

Ruth has a new lute.

Luke may have it in June.

They are on our car.

Our mule can move it.

fc^-frffiiHflSBBHIflHr^ )

MBIHbBB

How many more is

5 than 5 ?— 0.

5 than 1 ?— 4.

5 than 4 ?— 1.

5 than 4?— 1.

5 than 0 ?— 5.

5 than 5 ?— 0.

5 than 3 ?— 2.

5 than 4 ?— 1.

5 than 4 ?— 1.

5 than 2 ?— 3.

5 than 3 ?— 2.

i

22

LESSON XVI.

The element u. as in full. See pp. 4 and 5.

Put my pup in the sun.
We will pull my full car.
Ann has my good book.
We will look at it now.

%/f.

WM:

6 than 6 ?— 0.
6 than 5 ?— 1.
6 than 4 ?— 2.
6 than 3 ?— 3.

How many more is

6 than 2 ?— 4.

6 than 1 ?— 5.

6 than 0 ?— 6.

6 than 4 ?— 2.

6 than 2 ?— 4.
6 than 5 ?— 1.
6 than 1 ?— 5.

LESSON XVII.

23

The elements ai, as in oil. See pp. 4 and 5.

ai

D

b

•y

J

■y

J

. n

t

•

V

. s

boy

toy join

voice joy

boys

y_v ' <^L*

ai
boy
boys

j°y

join

toy

voice

A good boy can have the toy.
We will join him at noon.
His voice is full of joy.
Paul and James are good boys.

7 than 7 ?— 0.
7 than 6 ?— 1.
7 than 5 ?— 2.
7 than 4 ?— 3.

How many more is

7 than 3 ?— 4.

7 than 2 ?— 5.

7 than 1 ?— 6.

7 than 0?— 7.

7 than 4?— 3.
7 than 3 ?— 4.
7 than 5 ?— 2.

24

LESSON XVIII.

The element fi, as in at. See pp. 4 and 5.

a

.m

.t

h.t

th.t

b.d

m.d

f.n

sh.l

am at

hat that fan

bad mad

shall

S-S <2^

a

am
at
hat
that
bad
mad
fan
shal/

Shall we have a new map 1
I am to have a new map.
That cat will run at his hat
James, it is bad to be mad.

mm.

m

mm M*

zAjzI

8 than 8 ?— 0.
8 than 7 ?— 1.
8 than 6 ?— 2.
8 than 5 ?— 3.

How many more is

8 than 4 ?—4.

8 than 3 ?— 5.

8 than 2?— 6.

8 than 1 ?— 7.

8 than 8 ?— 0.
8 than 5 ?— 3.
8 than 3 ?— 5.

LESSON XIX.

25

The element I, as in It See pp. 4 and 5.

i

live

1

d.d

with this

did

h.z
l.v

his heen

his
live

th.s

did

this

w.th
b.n

D-d MS

with
been

James may live with Paul.
This male and cow are his.
We have been to see them
They did go to the lake.

cum

: rr^:: -r- :■■■.■■

jfepti

||Bjj|BfS

9 than 9 ?— 0.
9 than 8 ?— 1.
9 than 7 ?— 2.
9 than 6 ?— 3.

How many more is
9 than 5 ?— 4,
9 than 4 ?— 5.
9 than 3 ?— 6.
9 than 2?— 7.

9 than 1 ?— 8. |
9 than 0?— 9.
8 than 7 ?— 1.

26

LESSON XX.

The element I, as in it. See pp. 4 and 5.

See my new cow.
Which is its good bin ?
This : you may give it to Paul.
That pin is to go with him.

10 than 10?— 0.
10 than 9?— 1.
10 than 8?— 2.
10 than 7?— 3.

How many more is
10 than 6 ?— 4.
10 than 5?— 6.
10 than 4 ?— 6.
10 than 3 ?— 7.

10 than 2 ?— 8.
10 than 1 ?— 9.
10 than 0?— 10.

LESSON XXI.

27

The element a, as in ale. See pp. 4 and 5.

James gave you the ape.
Did he say it must play ?
The ape will play to-day.
We love to play on the new hay*

2 than 2 ?— 0.
2 than 3?— 1.
2 than 4?— 2.
2 than 5 ?— 3.

How many less is
2 than 6 ?— 4.
2 than 7 ?— 5.
2 than 8 ?— 6.
2 than 9 ?— 7.

2 than 10 ?— 8.
2 than 11 ?— 9.
2 than 12 ?— 10.

28

LESSOK XXII.

The element u, as in up. See pp. 4 and 5.

u

b.t

s.ch

h.r

k.m

d.n

tor

such

love her

come but

done

C-c

U

but

such

her

^ome

done

love

Ann is such a good girl that we all love her.
She can not come to play now.
But our play will not be done if she come
soon.

1 than 1 ?— 0.
1 than 2?— 1.
1 than 3 ?— 2.
1 than 4?— 3.

How many less is
1 than 5 ?— 4.
1 than 6 ?— 5.
1 than 7 ?— 6.
1 than 8?— 7.

1 than 9 ?— 8.
1 than 10 ?— 9.
1 than 11 ?— 10.

L.

LESSON XXIII.

29

The element S, as in met. See pp. 4 and 5.

e
B.n

l.t

I.ft

s.d

wh.n

left

when said

get let

Ben

K-k

8IM

e
Ben

get
Net
left
said
when

I Oh ! I have left my pen.

I will get you my new pen, when Ben

is done with it.
He said I was good to let it.

3 than 3 ?— 0.
3 than 4 ?— 1.
3 than 5 ?— 2.
3 than 6 ?— 3.

How many less is
3 than 7 ?—4.
3 than 8?— 5.
3 than 9?— 6.
3 than 10?— 7.

3 than 11?— 8.
3 than 12 ?— 9.
3 than 13 ?— 10.

30

LESSON XXIV.

The clement a, as in all. See pp. 4 and 5.

a

or

a

h.l

hall

saw

halZ

s.

paw

walk

pnw
saw

w.k

for

wa/k

.r

f.r

F-f

<*V

or
for

James or Paul is in the hall.
They saw the paw of my dog.
He can walk and run.
Ann and Jane are come for my dog.

4 than 4?—0.
4 than 5?— 1.
4 than 6 ?— 2.
4 than 7 ?— 3.

How many less is
4 than 8?— 4.
4 than 9 ?— 6.
4 than 10?— 6.
4 than 11?— 7.

4 than 12?— 8.
4 than 13 ?— 9.
4 than 14?— 10.

LJ
3nt e

ESSON XXV. 31

The elem

as in me. See pp. 4 and 5.

e

hear

e

sh.

f.t
m.t

s.z

she sees

fears meet

feet

she
feet
meet

sees-

1 h.r
f.rz|

G-§ ^-/

hear
fears-

I hear Ann cry.

She sees the good ox.

She fears to meet him.

He can walk with his feet.

1^' ' s^If E|

l/fer. ti^2

SB

mm

eccjsM

How many less is

5 than 5 ?— 0.

5 than 9?— 4.

5 than 13 ?— 8.

5 than 6?— 1.

5 than 10 ?— 5.

5 than 14?— 9.

5 than 7?— 2.

5 than 11 ?— 6.

5 than 15 ?— 10.

5 than 8 ?— 3. 5 than 12 ?— 7.

32

LESSON XXVI.

The element i, as in ice. See pp. 4 and 5.

We all like a kind boy.
A wise boy will mind his Ma.
He will rise to meet his Pa.
A wise boy is a kind child.

6 than 6?— 0.
6 than 7 ?— 1.
6 than 8 ?— 2.
6 than 9 ?— 3.

How many less is
6 than 10 ?— 4.
6 than 11?— 6.
6 than 12 ?— 6.
6 than 13 ?— 7.

6 than 14 ?— 8.
6 than 15 ?— 9.
6 than 16 ?— 10.

LESSON XXVII.

33

The element 6, as in not See pp. 4 and 5.

o
k.t

I.t

G.d

J.n

w.z

vvh.t

was

cot lot

John God

what

Z-z

O

€Ot

lot
God
John
wasc

what

Was John in the cot ?
No : he was in the lot.
What will a wise child do ?
He will love and fear God.

7 than 7 ?— 0.
7 than 8?— 1.
7 than 9 ?— 2.
7 than 10?— 3.

How many less is
7 than 11 ?— 4.

7 than 12?— 5.
7 than 13 ?— 6.
7 than 14 ?— 7.

7 than 15 ?— 8.
7 than 16 ?— 9.
7 than 17 ?— 10.

34

LBSSON XXVIII.

The element 11, as in bull. See pp. 4 and 5.

U

b.1

b.sh

p.sh

f.t

w.d

c.d

w.d

sh.d

bull push

would

wood should

could foot

bush

0, 1, % 3.

u

bill/

bush

push

foot

wood

-eou/d

wou/d

shou/d

His bull will push my ox.
He would go on the wood.
He should go by the lake.
His foot could be by a bush.

8 than 8?— 0.
8 than 9 ?— 1.
8 than 10?— 2.
8 than 11 ?— 3.

How many less is
8 than 12?— 4.
8 than 13 ?— 5.
8 than 14?— 6.
8 than 15?— 7.

8 than 16?— 8.
8 than 17 ?— 9.
8 than 18 ?— 10.

LESSON XXIX.

35

The element 6, as in old. See pp. 4 and 5.

The old dog has a bone.

He rode in our boat

He tore that new robe.

Jane may get a new robe to-day.

9 than S?— 0.
9 than 10?— 1.
9 than 11 ?— 2.
9 than 12 ?— 3.

How many less is
9 than 13 ?— 4.
9 than 14?— 6.
9 than 15?— 6.
9 than 16?— 7.

9 than 17 ?— 8.
9 than 18 ?— 9.
9 than 19 ?— 10.

36

LESSON XXX.

The element e, as in me. See pp. 4 and 5.

<J

meet

e

k.p

m.t

keep seat

keep
meet

n.r

neat peace

neat

p.s

read

peace

r.d

? f a »

read

s.t

• •

seat

I love to meet a good boy.
He will keep his seat neat.
He will read his book with joy,
He will live in peace with all.

nu/t .+ Mace

'•; : ' .

fmrnm-

iMet

icacc

mat ^nt

mm^

fc. ifedC:

10 than 10 ?— 0.
10 than 11 ?— 1.
10 than 12 ?— 2.
10 than 13 ?— 3.

How many less is
10 than 14 ?— 4.
10 than 15 ?— 5.
10 than 16 ?— 6.
10 than 17?— 7.

10 than 18 ?— 8.
10 than 19 ?— 9.
10 than 20 ?— 10.

J.E.H.